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    Forming an inclusive culture among pre-school teachers
    (Гельветика, 2022) Serheieva, Valentyna; Ilishova, Olga; Tsehelnyk, Tetianа
    The inclusivity constructive ideas actualize the priority of the general human values. In the context of neuroscience they put into practice the resources search resources, the use of which contributes to socio-memotional learning, ensuring the imperative that the individual becomes a "mother of all speeches", actualizing the need for an inclusive individual’s culture. The article’s aim is to reveal theoretical aspects of future educators’ professional readiness in the neuroscience context for the implementation of an inclusive culture. The dissemination of inclusive ideas in the educational space radically and irreversibly changes it, revealing broader alternatives not only for people with special needs (developmental disorders, minorities, handicapped, etc.) but also for those with special needs. This is not only for those with special needs (disabilities, minorities, geriatric patients, etc.), but also to open up the gaps in the current educational systems (mass and special). Inclusive culture is not an exception, especially the problems of its formation in the system of pre-school education institutions. Therefore, the formation of an inclusive culture for future educators is important and urgent. It is advisable to investigate the so-called “inclusion points” of pre-school teachers' readiness to interact with each other in an inclusive environment, i.e. to understand the system for the sake of humanity. The educator is responsible for ensuring that this point is made in relation to the pre-school children. The basic principle of an inclusive culture is as little external as possible and as much internal differentiation as possible. Neuroscience is a complex of scientific disciplines that study the nervous system at various levels. In terms of forming a future educators’ inclusive culture in the neuroscience context it is necessary to pay attention to the education’s inclusive value of defining an educational relations’ new paradigm. Its guide is the education’s humanistic nature, outlined in the principles.